“Teacher, let’s play outside!”
Both teachers and children are happy
189 Lecture Hall Playground Games

For teachers, play outside the classroom can be a very burdensome activity.
It's not easy to step outside the classroom due to the early arrival of the heat, the constant presence of fine dust regardless of the season, and the various anxieties that arise due to the special nature of the large space.
However, it is not possible to confine energetic children to the classroom and let them be active all day long.
How can we make the auditorium playground games simpler, easier to prepare, and still fun?

From preparing for play to various application tips and problem-solving situations, teacher Seo Jun-ho, who has served as a play guide for many teachers with 『Classroom Play Encyclopedia 239』, has included all the know-how needed for playground play in the auditorium in this book.

The application of play is the teacher's responsibility.
Curriculum and teachers' interests change constantly, but if we only proceed in a limited way, we end up repeating the same method as if we were under hypnosis.
It is necessary to adapt and combine one game so that it can be played with lower grades, higher grades, and sometimes with a large number of people.
In that sense, rather than trying to run all the games in this book, try selecting 30 to 40 games that suit you, applying them in various ways, and combining them with other games.

Adapting existing games to suit my environment and class requires experience and skill.
Let's try the games we played this year next year, and the year after that.
Each time there is a new outcome, and previous play experiences sometimes lead to a more refined progression.
--- From the "Auditorium Playground Play Instructions"

It is also the teacher's responsibility to link it to the curriculum.
You can simply play, but if you want to connect it to learning, you can find similar games and apply and develop them.
For example, let's say you chose 'Zigzag Running (2-01)' to link with a physical education class to improve running skills.
Let's start by playing around randomly, and then get together and try to figure out the main functions we'll use when playing.
We can also talk about how we can improve our performance and results.
We also watch demonstrations by students with outstanding skills, and sometimes we split up into groups to practice and research.

To make all this easier, it is best for teachers to experience play first.
After some time has passed, when you look at a class topic similar to that play, you can reconstruct it based on your past play experiences with a little more familiarity.
Therefore, rather than just understanding the games in your head, it is a good idea to experience the games in this book with teachers of the same grade, with children in your class, and sometimes even during training sessions.
--- From the "Auditorium Playground Play Instructions"

There are cases where it is more difficult to control children in auditoriums and playgrounds than in classrooms (this is actually not a problem with the location, but rather a lack of basic order and classroom management framework within the classroom).
Especially, if the children in the class do not pay attention to the teacher, it is natural that the content will not be conveyed even if the teacher explains it several times.

First, as in the whistle usage tips, let's make it so that the teacher can focus on the teacher by using the whistle and hand signals rather than words.
When children are focused, give them feedback by saying things like, “Thank you for looking at me” or “Thank you for focusing and looking at me.”

When explaining the rules of the game, first say, “I will now explain how to play.
“Please listen carefully,” he said, adding, “I will take your questions at once.
The teacher should have the opportunity to guide the children through the play at once with a comment like, “Please listen so that the teacher can explain as best as he can, even if you have any questions.”
Otherwise, your concentration may be constantly broken by children's words or questions.

It is better to demonstrate the explanation not only verbally but also with the help of the teacher or a few students (it is better to make an appointment in advance during break time) through body movements.
Because it is a game they have never experienced before, there is a possibility that they may not be able to properly understand what the teacher is saying.
After a thorough explanation, say, “Thank you for listening to my explanation.
Let's ask a question like, "Did you have any questions while listening to the explanation?"
--- From the "Auditorium Playground Play Instructions"

“If you listen to me, you can go out to the playground!” “I’m letting you play like this because you worked so hard.” “Why are you making such a fuss? Okay, let’s cancel our plans to go to the auditorium and playground this week!” “We can only play if the thermometer in our class is over 80 degrees!” Some teachers use play as a “reward” or a “threat” tool for the children in their class.

In fact, these words are used to train children to listen to the teacher by taking advantage of what they like.
But there are many classrooms that function well without using such language.
Children play daily, whether in the classroom, auditorium, or playground.
Think back to when you were young.
Just as we used to have fun with friends and eagerly anticipate picnics and special occasions, today's children are no different.
We must avoid using play as a tool to control children when they are out of control or when one or two children disrupt the atmosphere, or using play as a reward, as if the teacher were giving out gifts.
Play is just play.
During times when teachers are required to lead play, such as in physical education or club activities, teachers should lead the play, but later on, it should be recognized that it is natural for children to enjoy playing even without teachers leading.

--- From the "Auditorium Playground Play Instructions"